THE IMPORTANCE OF PLAYFULNESS IN THE TEACHING-LEARNING PROCESS

Abstract

Nowadays, education benefits from resources and tools for accessing information and constructing knowledge. One of these resources is the use of active and interactive learning environments. In this process, it is essential for teachers to establish conditions and activities that encourage students to take responsibility for their own choices, making decisions based on creative, innovative, and entrepreneurial skills. This article aims to analyze the main challenges faced by teachers in implementing playful pedagogical practices in lower secondary education at a municipal school in Olinda, Pernambuco, Brazil. This is a qualitative study conducted through field research, involving lower secondary education teachers. Data were collected through interviews and participant observation, seeking to understand teachers' perceptions, the strategies they employ, and the difficulties encountered in incorporating playfulness into their pedagogical practices. Data analysis made it possible to identify aspects related to teacher training, the availability of pedagogical resources, the time allocated to planning, student participation, and the school's structural conditions. The results indicate that, although teachers recognize the importance of playful practices in promoting student participation, interaction, and learning, there are still challenges to implementing such practices systematically in everyday school life.